NISMEC/I-STEM Talks Day/Time Room Speaker(s) Title Thur/ 9:30 116 Vannatter and Berry Galileo and the Moons of Jupiter: A Student Investigation Thur/ 12:30 104 Berry, et. al. Enjoy Learning with the HS Modeling Curriculum Thur/ 1:30 104 Berry, Mikel, and VanDyke Teacher Developed Extensions for ISI, 5 th -8 th grades. Thur/ 2:30 123 Bellina Supporting Student Scientists Writing in Their Scientist Notebook Fri/9:30 109 Bellina What Science Process Skills Do Middle School Children Need? Fri/ 12:30 109 Berry and Hynes- Berry Engaging Students in Science at All Grades by “Reading an Object” Fri/ 12:30 125 Hicks, et. al. Indiana Science Initiative: Effect on the Classroom Fri/1:30 106 Morris The Joys of Teaching AP Science!
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
NISMEC/I-STEM TalksDay/Time Room Speaker(s) Title
Thur/9:30 116 Vannatter and Berry
Galileo and the Moons of Jupiter: A Student Investigation
Thur/12:30 104 Berry, et. al. Enjoy Learning with the HS Modeling Curriculum
Thur/1:30 104 Berry, Mikel, and VanDyke
Teacher Developed Extensions for ISI, 5th-8th grades.
Thur/2:30 123 Bellina Supporting Student Scientists Writing in Their Scientist Notebook
Fri/9:30 109 Bellina What Science Process Skills Do Middle School Children Need?
Fri/12:30 109 Berry and Hynes-Berry
Engaging Students in Science at All Grades by “Reading an Object”
Fri/12:30 125 Hicks, et. al. Indiana Science Initiative: Effect on the Classroom
Fri/1:30 106 Morris The Joys of Teaching AP Science!
of students own work and learning.• Give students responsibility for their
notebook and their learning.
“This is mine, I did it”
Scientist’s Notebook
• Notebooks can be:– A record of classroom lecture notes– A summary of readings– A journal for reflecting– A planning tool– A log of observations or data
• Scientist’s Notebook is all of these.
Student Scientist Notebook• Diary of all work done
– Ideas, plans, designs, observations, reflections on patterns, individual and group thoughts on the meaning of the results...
• Private and Public Parts– Private, what the student writes as the
work is being done.– Public, what the student writes as the work
is discussed by the whole class.
Making It Happen in Your Classroom
1. Repeated classroom use of a notebook strategy.
2. Making time in lesson for writing.3. Prompts and questions to encourage
writing.4. Classroom activities that highlight and
elevate the notebook.5. Appropriate ongoing assessment.
Indiana Science Initiative Notebook Strategy for Investigations.
Engage to Generate interest : Private– Focus Question – Guides toward a standard– Predict – I think... because.... – Plan – What shall we do to answer the question?
Investigate to Answer the Question : Private– Data: What we actually did, observations, and measurements.– Initial response to focus question.– Claims/Evidence – So what happened; what is the evidence?
Making Meaning Conference: Whole Class Conversation : Public
How we do make sense of our results; what have we learned?– Revised response to Focus Questions– Conclusions– Other questions
Times for Writing• Before the investigation (Engage)
– Record the focus question– Write predictions, very important– Brainstorm planning
• During (Investigate)– Describe what was done– Record data– Small group answer to focus question
• After (Making Meaning)– What have we learned– Whole group answer to focus question– New questions
Making Time
• Strategies depend on– Grade level, class character.
• Stop and Go– Stop work.– Remove distractions.– Students write.– Quiet time…you assess and think.
• Evolve toward continuous writing.
Prompts keyed to Notebook Strategy• Engage
– I predict that….because– The steps to our plan are…– The things I will measure are…
• Investigate– To answer the question we…– I think… because…– I claim… because…
• Making Meaning– I think my prediction was…because…– Our class decided…because…
Explain your reasoning
Questions Should be Productive• They invite discussion of ideas.
– Multiple answers are possible• Not a simple yes or no answer.• Questions are based on the experiences of
students, not on information from teacher or textbook.
• Questions invite students to explain their thinking.
Productive question keeps focus on student, not on teacher.
Productive vs. Unproductive
Productive UnproductiveSupports purpose of stage of inquiry
Tangential or unrelated to purpose of stages of inquiry
Relates to science understanding from investigations
Repetition of facts from resource, book, teacher
Based on common experience from investigations
Asks students to reason about something not yet experienced
Needs more explanation than Yes/No or Right/Wrong
Yes/No or Right/Wrong
Focused on ideas Focused on vocabularyPromote activity, thinking and reasoning
Asks students to “parrot back” facts
Focuses on students and student work
Focuses on teacher explanation
Questions Keyed to Notebook Strategy• Engage
– Did you notice when…?– Can you think of an example of…?– What do you think will happen if…?
• Investigate– What are you going to investigate?– What will you measure?– Do you see any patterns in the results?– What claims can you make?
• Making Meaning– What evidence supports your claim?– Do you agree or disagree with…, why?– What do you think now, why?
Make Notebook Valuable
• You model by keeping your own notebook about lessons.
• Do not ask students to recall, ask them to read or show from their notebook.
• Make the notebook the primary tool for the Making Meaning Conference.
• Allow students to project their notebook pages as they talk about them.
• Take pictures of good pages and post them for all to see.
Evaluating the NotebookKeyed to Notebook Strategy
• Engage and Investigate – Private Science– Evaluate the format, not the content.
• Is there a focus question, prediction, description of the work done, etc. Create a simple rubric.
• Making Meaning – Public Science– Ask students to draw a dark line below the last
thing they wrote in the investigation section.– Evaluate below the line for content since it should
reflect the whole group conversation, guided by the teacher.
• Collect notebooks opened to the page to be evaluated.
A Working Document• Just like a scientist, the student scientist learns by
working in the notebook.
Richard Feynman in a interview about his notebooks:• Interviewer: And so this represents the record of the day-to-day
work.• Feynman: I actually did the work on the paper.• Interviewer: That’s right. It wasn’t a record of what you had
done but it was the work.• Feynman: It’s the doing it – it’s the scrap paper. • Interviewer: Well, the work was done in your head but the
record of it is still here.• Feynman: No, it’s not a record, not really, it’s working. You have
to work on paper and this is the paper. OK? • Interviewer: OK
Consistent with Frameworks of the Next Generation Science Standards
1) Asking questions (for science) and defining problems (for engineering)
2) Developing and using models3) Planning and carrying out investigations 4) Analyzing and interpreting data 5) Using mathematics and computational thinking 6) Constructing explanations (for science) and
designing solutions (for engineering) 7) Engaging in argument from evidence8) Obtaining, evaluating, and communicating
information
Consistent with Indiana Process Standards• Students gain scientific knowledge by observing the natural and constructed
world, performing and evaluating investigations and communicating their findings. These principles should guide student work and be integrated into the curriculum along with the content standards on a daily basis.
• Make predictions and formulate testable questions.• Design a fair test. • Plan and carry out investigations as a class, in small groups or independently,
often over a period of several class lessons. • Perform investigations using appropriate tools and technology that will extend
the senses.• Use measurement skills and apply appropriate units when collecting data.• Test predictions with multiple trials. • Keep accurate records in a notebook during investigations and communicate
findings to others using graphs, charts, maps and models through oral and written reports.
• Identify simple patterns in data and propose explanations to account for the patterns.
• Compare the results of an investigation with the prediction.
Please Make the Effort
• This takes work and persistence on your part. Work into it gradually.
• Give your students the joy of learning with your guidance.
• In K-8 consider the Indiana Science Initiative (ISI) see Indianascience.org.
• In HS, consider the modeling curriculum. See modeling@asu.
NISMEC/I-STEM TalksDay/Time Room Speaker(s) Title
Thur/9:30 116 Vannatter and Berry
Galileo and the Moons of Jupiter: A Student Investigation
Thur/12:30 104 Berry, et. al. Enjoy Learning with the HS Modeling Curriculum
Thur/1:30 104 Berry, Mikel, and VanDyke
Teacher Developed Extensions for ISI, 5th-8th grades.
Thur/2:30 123 Bellina Supporting Student Scientists Writing in Their Scientist Notebook
Fri/9:30 109 Bellina What Science Process Skills Do Middle School Children Need?
Fri/12:30 109 Berry and Hynes-Berry
Engaging Students in Science at All Grades by “Reading an Object”
Fri/12:30 125 Hicks, et. al. Indiana Science Initiative: Effect on the Classroom
Fri/1:30 106 Morris The Joys of Teaching AP Science!